The document contains information about various nursing theories, models, concepts and their originators. It discusses theories such as Maslow's hierarchy of needs, Roy's adaptation model, Orlando's nursing process theory, Levine's conservation principles, Johnson's behavioral systems model, Orem's self-care deficit theory, Peplau's interpersonal theory, King's goal attainment theory, Newman's theory of health as expanding consciousness, Neuman's systems model, Parse's theory of human becoming, Watson's theory of human caring, Henderson's 14 basic needs, Abdellah's 21 nursing problems, Erikson, Tomlin and Swain's modeling and role-modeling theory, and Weidenbach's view on the nurse's individual
2014 0503-2 sound and silence national council of acoustical consultantscamainc
The document summarizes research on noise levels in hospitals and their effects. It finds that hospital background noise often exceeds recommended levels, with common sources being staff voices, alarms, equipment. This noise disrupts patient sleep, increases stress, hinders communication and lowers satisfaction. High noise levels can also cause nurse burnout and medical errors. Design interventions discussed include creating a quiet culture, eliminating noise sources, using private patient rooms, and adding sound absorbing materials.
2014 0217 the experience of light for health and wellbeingcamainc
The document summarizes how light can influence health and well-being based on evidence from research. It discusses non-visual effects of light such as improving alertness, regulating circadian rhythms, reducing pain, enhancing sleep, and mood. Design features like independent lighting controls, intuitive interfaces, and nature-like lighting experiences are presented as ways to achieve health benefits. Studies showing positive patient outcomes related to better views of nature from rooms and cyclical "daylight" lighting are referenced. The focus is on an evidence-based approach to incorporating light into design and applications to improve patient, family and staff experiences as well as clinical outcomes.
The more injections that are given, the more people are exposed to needles and syringes. Also, if the number of injections given exceeds the supplies of sterile injection equipment, re-use of syringes and needles is likely to occur. Therefore, the greater the use of injections, the higher the risk to the patient and the community at large.
Mad adalah bacaan panjang dalam membaca Al-Quran. Terdapat dua jenis mad, yaitu mad thabi'i yang terjadi karena adanya huruf mad, dan mad far'i yang terjadi karena faktor lain seperti adanya hamzah sesudah huruf mad. Terdapat berbagai jenis mad far'i dengan panjang berbeda-beda sesuai aturan qiraat.
Mad adalah bacaan panjang dalam membaca Al-Quran. Terdapat dua jenis mad, yaitu mad thabi'i yang terjadi karena adanya huruf mad, dan mad far'i yang terjadi karena faktor lain seperti adanya hamzah sesudah huruf mad. Terdapat berbagai jenis mad far'i dengan panjang berbeda-beda sesuai aturan qiraat.
This document defines IV compatibility and incompatibility, discusses where incompatibilities can occur, and provides strategies to prevent them. It describes the different types of incompatibilities including therapeutic, physical, chemical and drug-container incompatibilities. Specific examples are given and factors contributing to incompatibilities like temperature, concentration and pH are explained. Health and financial consequences of incompatibilities are reviewed. The document recommends strategies like checking compatibility references, standardizing protocols, and minimizing mixed drugs to prevent incompatibilities.
This document discusses types of intravenous (IV) fluids and their uses. It defines IV fluids as solutions administered directly into the venous circulation to provide fluids, electrolytes, medications, or blood products. The document outlines the main types of IV fluids as colloids, which remain in blood vessels, and crystalloids, which disperse more widely. Isotonic, hypotonic, and hypertonic crystalloid solutions are described based on their concentration relative to body fluids. Common indications for IV therapy and nursing considerations like assessment, administration, and monitoring are summarized. Potential complications of IV therapy including infection, infiltration, and electrolyte imbalances are also reviewed.
Standard precautions are control guidelines designed to protect healthcare workers from exposure to diseases spread by blood and other bodily fluids. They involve assuming that all human blood and bodily fluids are potentially infectious. Key elements of standard precautions include hand hygiene, use of personal protective equipment like gloves and gowns, safe disposal of sharps, and cleaning and disinfection of surfaces contaminated with blood or bodily fluids. Standard precautions aim to prevent transmission of pathogens through contact with blood or bodily fluids and should be applied universally to all patients.
2014 0503-2 sound and silence national council of acoustical consultantscamainc
The document summarizes research on noise levels in hospitals and their effects. It finds that hospital background noise often exceeds recommended levels, with common sources being staff voices, alarms, equipment. This noise disrupts patient sleep, increases stress, hinders communication and lowers satisfaction. High noise levels can also cause nurse burnout and medical errors. Design interventions discussed include creating a quiet culture, eliminating noise sources, using private patient rooms, and adding sound absorbing materials.
2014 0217 the experience of light for health and wellbeingcamainc
The document summarizes how light can influence health and well-being based on evidence from research. It discusses non-visual effects of light such as improving alertness, regulating circadian rhythms, reducing pain, enhancing sleep, and mood. Design features like independent lighting controls, intuitive interfaces, and nature-like lighting experiences are presented as ways to achieve health benefits. Studies showing positive patient outcomes related to better views of nature from rooms and cyclical "daylight" lighting are referenced. The focus is on an evidence-based approach to incorporating light into design and applications to improve patient, family and staff experiences as well as clinical outcomes.
The more injections that are given, the more people are exposed to needles and syringes. Also, if the number of injections given exceeds the supplies of sterile injection equipment, re-use of syringes and needles is likely to occur. Therefore, the greater the use of injections, the higher the risk to the patient and the community at large.
Mad adalah bacaan panjang dalam membaca Al-Quran. Terdapat dua jenis mad, yaitu mad thabi'i yang terjadi karena adanya huruf mad, dan mad far'i yang terjadi karena faktor lain seperti adanya hamzah sesudah huruf mad. Terdapat berbagai jenis mad far'i dengan panjang berbeda-beda sesuai aturan qiraat.
Mad adalah bacaan panjang dalam membaca Al-Quran. Terdapat dua jenis mad, yaitu mad thabi'i yang terjadi karena adanya huruf mad, dan mad far'i yang terjadi karena faktor lain seperti adanya hamzah sesudah huruf mad. Terdapat berbagai jenis mad far'i dengan panjang berbeda-beda sesuai aturan qiraat.
This document defines IV compatibility and incompatibility, discusses where incompatibilities can occur, and provides strategies to prevent them. It describes the different types of incompatibilities including therapeutic, physical, chemical and drug-container incompatibilities. Specific examples are given and factors contributing to incompatibilities like temperature, concentration and pH are explained. Health and financial consequences of incompatibilities are reviewed. The document recommends strategies like checking compatibility references, standardizing protocols, and minimizing mixed drugs to prevent incompatibilities.
This document discusses types of intravenous (IV) fluids and their uses. It defines IV fluids as solutions administered directly into the venous circulation to provide fluids, electrolytes, medications, or blood products. The document outlines the main types of IV fluids as colloids, which remain in blood vessels, and crystalloids, which disperse more widely. Isotonic, hypotonic, and hypertonic crystalloid solutions are described based on their concentration relative to body fluids. Common indications for IV therapy and nursing considerations like assessment, administration, and monitoring are summarized. Potential complications of IV therapy including infection, infiltration, and electrolyte imbalances are also reviewed.
Standard precautions are control guidelines designed to protect healthcare workers from exposure to diseases spread by blood and other bodily fluids. They involve assuming that all human blood and bodily fluids are potentially infectious. Key elements of standard precautions include hand hygiene, use of personal protective equipment like gloves and gowns, safe disposal of sharps, and cleaning and disinfection of surfaces contaminated with blood or bodily fluids. Standard precautions aim to prevent transmission of pathogens through contact with blood or bodily fluids and should be applied universally to all patients.
The document discusses oncology nursing and cancer treatment modalities. It defines the 7 cardinal signs of cancer and differentiates between benign and malignant tumors. The goals of cancer therapy are described as curative, control, or palliative. The major cancer treatment modalities - surgery, radiation therapy, and chemotherapy - are explained along with associated nursing interventions. Toxic effects of treatment are outlined and nursing management of side effects is discussed.
The document discusses various barriers and protocols for protecting patients and clinicians from exposure during clinical procedures. It covers recommended immunizations, periodic testing, use of personal protective equipment like masks, gloves and eyewear, hand hygiene protocols, and factors that can impact glove integrity. High-risk groups for latex sensitivity are identified. The goal is to educate patients on the importance of medical history sharing, protective equipment, and eye protection during care.
Behavior Management on Adult Patient.pptxMaen Dawodi
Behavior Management on Adult Patient
The most common problem in dental clinic with Adult patient is anxiety
Fear and anxiety toward the dentist and dental treatment are both significant characteristics that contribute to avoidance of dental care.
Anxiety associated with the thought of visiting the dentist for preventive care and over dental procedures is referred to as dental anxiety.
Dental anxiety and phobia result in avoidance of dental care. It is a frequently encountered problem in dental offices. Formulating acceptable evidence-based therapies for such patients is essential, or else they can be a considerable source of stress for the dentist. These patients need to be identified at the earliest opportunity and their concerns addressed.
Fear is a reaction to a known or perceived threat or danger. It leads to a fight-or-flight situation.
Dental fear is a reaction to threatening stimuli in dental situations.
The initial interaction between the dentist and the patient can reveal the presence of anxiety, fear, and phobia.
In such situations, subjective evaluation by interviews and self-reporting on fear and anxiety scales and objective assessment of blood pressure, pulse rate, pulse oximetry, finger temperature, and galvanic skin response can greatly enhance the diagnosis and enable categorization of these individuals as mildly, moderately, or highly anxious or dental phobics.
Broadly, dental anxiety can be managed by:
1- Psychotherapeutic interventions.
2- Pharmacological interventions.
3- Combination of both, depending on the level of dental anxiety.
National Aspergillosis Centre Doctor Livingstone Chishimba holds a Q&A sessionGraham Atherton
Livingstone Chishimba specialises in aspergillosis (amongst other things) and works at the National Aspergillosis Centre, Manchester, UK.
This is a regular monthly support meeting held at the NAC for patients living with aspergillosis.
This document discusses various behavior modification techniques used in dentistry, including desensitization, modeling, and contingency management. Desensitization involves gradually exposing patients to anxiety-provoking stimuli. Modeling allows patients to observe appropriate behaviors. Contingency management modifies behavior through reinforcement. Other techniques covered include pre-appointment preparation, audioanalgesia, hypnosis, coping mechanisms, relaxation, aversive conditioning using voice control or restraints, implosion therapy, and retraining.
2 exposure control barriers for patient and cliniciandvernetti
The document discusses various barriers and protocols for protecting patients and clinicians from exposure during clinical care. It covers immunizations, personal protective equipment like masks, gloves and eyewear, hand hygiene protocols, latex sensitivity, and factors to educate patients on for their protection. Guidelines are provided for annual tuberculosis skin tests, influenza vaccines, proper use and disposal of PPE, and handwashing indications. Risk groups for latex allergies include healthcare workers and those with frequent medical procedures or certain food allergies.
Exposure Control and Barriers in Dental Hygienedvernetti
The document discusses various barriers and protocols for protecting patients and clinicians from exposure during clinical care. It covers immunizations, personal protective equipment like masks, gloves and eyewear, hand hygiene protocols, latex sensitivity, and factors to educate patients on for their protection. Guidelines are provided for annual tuberculosis skin tests, influenza vaccines, proper use and disposal of PPE, and handwashing indications. Risk groups for latex allergies include healthcare workers and those with frequent medical procedures or certain food allergies.
This document discusses key concepts in nursing including the roles and responsibilities of professional nurses, concepts of health and illness, the nursing process, common nursing theories, and how to assess a patient. It outlines the roles of the nurse as caregiver, communicator, teacher, counselor, client advocate, change agent, leader, manager, and researcher. It also defines health and discusses factors that affect body temperature and how to properly measure a patient's temperature.
1) The document discusses various behavior management techniques used in pediatric dentistry including desensitization, modeling, contingency management, voice control, hand-over-mouth exercise, physical restraint, implosion therapy, and retraining.
2) Desensitization involves exposing children to stimuli related to dental treatment in a gradual, repeated manner to reduce anxiety while modeling and contingency management use reinforcement to encourage positive behaviors.
3) Aversive techniques like voice control, hand-over-mouth exercises, and physical restraint aim to redirect disruptive behavior but require strict guidelines around appropriate use.
This document discusses various behavior modification techniques used in dentistry, including desensitization, modeling, and contingency management. Desensitization involves gradually exposing patients to anxiety-provoking stimuli. Modeling allows patients to observe appropriate behaviors. Contingency management modifies behavior through reinforcement. Other techniques covered include pre-appointment preparation, audioanalgesia, hypnosis, coping mechanisms, relaxation, aversive conditioning using voice control or hand-over-mouth exercises, physical restraint, implosion therapy, and retraining.
Behaviour modification techniques aim to reduce dental anxiety in children. Dessensitization involves gradually exposing children to stimuli related to dental treatment, from telling to showing to doing. Modelling allows children to observe appropriate behaviours. Contingency management uses reinforcement to modify behaviour by presenting or withdrawing rewards. Aversive conditioning techniques like voice control, hand-over-mouth exercises, and physical restraint are used as a last resort to manage disruptive behaviour and allow treatment.
1) Various behavior management techniques are described including desensitization, modeling, contingency management, and aversive conditioning.
2) Aversive conditioning techniques include voice control, the hand-over-mouth exercise, and physical restraint to redirect a child's attention and reduce avoidance behavior.
3) Behavior modification aims to facilitate cooperation through techniques like preparing the child beforehand, using positive reinforcement, and exposing the child to anxiety-provoking stimuli in a gradual, controlled way until their negative response extinguishes.
The document discusses various behavior management techniques used for treating uncooperative pediatric dental patients. It describes precautions that must be taken when using stabilization techniques. It then explains in detail various behavior modification techniques like desensitization, modeling, and contingency management. It also discusses aversive conditioning techniques like voice control, hand-over-mouth exercise, and physical restraint. Other topics covered include coping mechanisms, relaxation training, implosion therapy, and retraining approaches.
This document provides an overview of bloodborne pathogens training for the School District of Jefferson. It discusses the bloodborne pathogens standard, types of pathogens like HIV and hepatitis, and outlines the district's exposure control plan. The plan is aimed at eliminating employee exposure to blood and body fluids and complying with OSHA regulations. It identifies job classifications at higher risk of exposure and reviews procedures for universal precautions, personal protective equipment, hand hygiene, and proper removal of gloves after exposure to blood or body fluids.
This document provides guidance on systematically assessing patients for early signs of critical illness deterioration. It outlines the steps of the ABCDE approach to assessment, including airway, breathing, circulation, disability, and exposure. Specific signs and symptoms to evaluate for each system are described. The document also discusses appropriate oxygen delivery systems and when to call for help. SBAR is introduced as a standardized communication structure for requesting assistance or escalating care.
The document discusses various behavior management techniques used for pediatric dental patients, including desensitization, modeling, and contingency management. It describes in detail aversive conditioning techniques like voice control, hand-over-mouth exercise, and physical restraint. Precautions for patient safety and indications and contraindications for different techniques are provided. The goal is to modify uncooperative behavior and facilitate quality dental treatment.
The document discusses various behavior management techniques used for treating uncooperative pediatric dental patients. It describes precautions that must be taken when using stabilization techniques. It then explains in detail techniques like desensitization, modeling, contingency management, preappointment preparation, coping strategies, relaxation, aversive conditioning including voice control, hand-over-mouth exercise and physical restraint, implosion therapy, and retraining. The goal is to modify undesired behaviors and facilitate quality dental treatment for children.
The document provides guidance on assessing and managing suspected COVID-19 patients using the ABCDE approach. It outlines how to assess the airway, breathing, circulation, disability, and exposure of patients and what interventions may be needed for each. Key points covered include performing risk assessments, applying infection control measures, assessing vital signs and symptoms related to ABCDE, and providing oxygen therapy, IV fluids, or other supportive treatments as needed. The document emphasizes reassessing patients after any interventions and the importance of effective handover communication if transfer to a higher level of care is needed.
This document discusses various behavior management techniques used for treating uncooperative pediatric dental patients. It describes techniques like voice control, hand-over-mouth exercise, and physical restraint that aim to redirect a child's attention and modify their behavior. It also explains behavior modification methods like desensitization, modeling, and contingency management that use reinforcement to encourage positive behaviors. The document provides details on how to implement these aversive and non-aversive approaches and notes appropriate and contraindicated uses of different restraint techniques.
The document discusses oncology nursing and cancer treatment modalities. It defines the 7 cardinal signs of cancer and differentiates between benign and malignant tumors. The goals of cancer therapy are described as curative, control, or palliative. The major cancer treatment modalities - surgery, radiation therapy, and chemotherapy - are explained along with associated nursing interventions. Toxic effects of treatment are outlined and nursing management of side effects is discussed.
The document discusses various barriers and protocols for protecting patients and clinicians from exposure during clinical procedures. It covers recommended immunizations, periodic testing, use of personal protective equipment like masks, gloves and eyewear, hand hygiene protocols, and factors that can impact glove integrity. High-risk groups for latex sensitivity are identified. The goal is to educate patients on the importance of medical history sharing, protective equipment, and eye protection during care.
Behavior Management on Adult Patient.pptxMaen Dawodi
Behavior Management on Adult Patient
The most common problem in dental clinic with Adult patient is anxiety
Fear and anxiety toward the dentist and dental treatment are both significant characteristics that contribute to avoidance of dental care.
Anxiety associated with the thought of visiting the dentist for preventive care and over dental procedures is referred to as dental anxiety.
Dental anxiety and phobia result in avoidance of dental care. It is a frequently encountered problem in dental offices. Formulating acceptable evidence-based therapies for such patients is essential, or else they can be a considerable source of stress for the dentist. These patients need to be identified at the earliest opportunity and their concerns addressed.
Fear is a reaction to a known or perceived threat or danger. It leads to a fight-or-flight situation.
Dental fear is a reaction to threatening stimuli in dental situations.
The initial interaction between the dentist and the patient can reveal the presence of anxiety, fear, and phobia.
In such situations, subjective evaluation by interviews and self-reporting on fear and anxiety scales and objective assessment of blood pressure, pulse rate, pulse oximetry, finger temperature, and galvanic skin response can greatly enhance the diagnosis and enable categorization of these individuals as mildly, moderately, or highly anxious or dental phobics.
Broadly, dental anxiety can be managed by:
1- Psychotherapeutic interventions.
2- Pharmacological interventions.
3- Combination of both, depending on the level of dental anxiety.
National Aspergillosis Centre Doctor Livingstone Chishimba holds a Q&A sessionGraham Atherton
Livingstone Chishimba specialises in aspergillosis (amongst other things) and works at the National Aspergillosis Centre, Manchester, UK.
This is a regular monthly support meeting held at the NAC for patients living with aspergillosis.
This document discusses various behavior modification techniques used in dentistry, including desensitization, modeling, and contingency management. Desensitization involves gradually exposing patients to anxiety-provoking stimuli. Modeling allows patients to observe appropriate behaviors. Contingency management modifies behavior through reinforcement. Other techniques covered include pre-appointment preparation, audioanalgesia, hypnosis, coping mechanisms, relaxation, aversive conditioning using voice control or restraints, implosion therapy, and retraining.
2 exposure control barriers for patient and cliniciandvernetti
The document discusses various barriers and protocols for protecting patients and clinicians from exposure during clinical care. It covers immunizations, personal protective equipment like masks, gloves and eyewear, hand hygiene protocols, latex sensitivity, and factors to educate patients on for their protection. Guidelines are provided for annual tuberculosis skin tests, influenza vaccines, proper use and disposal of PPE, and handwashing indications. Risk groups for latex allergies include healthcare workers and those with frequent medical procedures or certain food allergies.
Exposure Control and Barriers in Dental Hygienedvernetti
The document discusses various barriers and protocols for protecting patients and clinicians from exposure during clinical care. It covers immunizations, personal protective equipment like masks, gloves and eyewear, hand hygiene protocols, latex sensitivity, and factors to educate patients on for their protection. Guidelines are provided for annual tuberculosis skin tests, influenza vaccines, proper use and disposal of PPE, and handwashing indications. Risk groups for latex allergies include healthcare workers and those with frequent medical procedures or certain food allergies.
This document discusses key concepts in nursing including the roles and responsibilities of professional nurses, concepts of health and illness, the nursing process, common nursing theories, and how to assess a patient. It outlines the roles of the nurse as caregiver, communicator, teacher, counselor, client advocate, change agent, leader, manager, and researcher. It also defines health and discusses factors that affect body temperature and how to properly measure a patient's temperature.
1) The document discusses various behavior management techniques used in pediatric dentistry including desensitization, modeling, contingency management, voice control, hand-over-mouth exercise, physical restraint, implosion therapy, and retraining.
2) Desensitization involves exposing children to stimuli related to dental treatment in a gradual, repeated manner to reduce anxiety while modeling and contingency management use reinforcement to encourage positive behaviors.
3) Aversive techniques like voice control, hand-over-mouth exercises, and physical restraint aim to redirect disruptive behavior but require strict guidelines around appropriate use.
This document discusses various behavior modification techniques used in dentistry, including desensitization, modeling, and contingency management. Desensitization involves gradually exposing patients to anxiety-provoking stimuli. Modeling allows patients to observe appropriate behaviors. Contingency management modifies behavior through reinforcement. Other techniques covered include pre-appointment preparation, audioanalgesia, hypnosis, coping mechanisms, relaxation, aversive conditioning using voice control or hand-over-mouth exercises, physical restraint, implosion therapy, and retraining.
Behaviour modification techniques aim to reduce dental anxiety in children. Dessensitization involves gradually exposing children to stimuli related to dental treatment, from telling to showing to doing. Modelling allows children to observe appropriate behaviours. Contingency management uses reinforcement to modify behaviour by presenting or withdrawing rewards. Aversive conditioning techniques like voice control, hand-over-mouth exercises, and physical restraint are used as a last resort to manage disruptive behaviour and allow treatment.
1) Various behavior management techniques are described including desensitization, modeling, contingency management, and aversive conditioning.
2) Aversive conditioning techniques include voice control, the hand-over-mouth exercise, and physical restraint to redirect a child's attention and reduce avoidance behavior.
3) Behavior modification aims to facilitate cooperation through techniques like preparing the child beforehand, using positive reinforcement, and exposing the child to anxiety-provoking stimuli in a gradual, controlled way until their negative response extinguishes.
The document discusses various behavior management techniques used for treating uncooperative pediatric dental patients. It describes precautions that must be taken when using stabilization techniques. It then explains in detail various behavior modification techniques like desensitization, modeling, and contingency management. It also discusses aversive conditioning techniques like voice control, hand-over-mouth exercise, and physical restraint. Other topics covered include coping mechanisms, relaxation training, implosion therapy, and retraining approaches.
This document provides an overview of bloodborne pathogens training for the School District of Jefferson. It discusses the bloodborne pathogens standard, types of pathogens like HIV and hepatitis, and outlines the district's exposure control plan. The plan is aimed at eliminating employee exposure to blood and body fluids and complying with OSHA regulations. It identifies job classifications at higher risk of exposure and reviews procedures for universal precautions, personal protective equipment, hand hygiene, and proper removal of gloves after exposure to blood or body fluids.
This document provides guidance on systematically assessing patients for early signs of critical illness deterioration. It outlines the steps of the ABCDE approach to assessment, including airway, breathing, circulation, disability, and exposure. Specific signs and symptoms to evaluate for each system are described. The document also discusses appropriate oxygen delivery systems and when to call for help. SBAR is introduced as a standardized communication structure for requesting assistance or escalating care.
The document discusses various behavior management techniques used for pediatric dental patients, including desensitization, modeling, and contingency management. It describes in detail aversive conditioning techniques like voice control, hand-over-mouth exercise, and physical restraint. Precautions for patient safety and indications and contraindications for different techniques are provided. The goal is to modify uncooperative behavior and facilitate quality dental treatment.
The document discusses various behavior management techniques used for treating uncooperative pediatric dental patients. It describes precautions that must be taken when using stabilization techniques. It then explains in detail techniques like desensitization, modeling, contingency management, preappointment preparation, coping strategies, relaxation, aversive conditioning including voice control, hand-over-mouth exercise and physical restraint, implosion therapy, and retraining. The goal is to modify undesired behaviors and facilitate quality dental treatment for children.
The document provides guidance on assessing and managing suspected COVID-19 patients using the ABCDE approach. It outlines how to assess the airway, breathing, circulation, disability, and exposure of patients and what interventions may be needed for each. Key points covered include performing risk assessments, applying infection control measures, assessing vital signs and symptoms related to ABCDE, and providing oxygen therapy, IV fluids, or other supportive treatments as needed. The document emphasizes reassessing patients after any interventions and the importance of effective handover communication if transfer to a higher level of care is needed.
This document discusses various behavior management techniques used for treating uncooperative pediatric dental patients. It describes techniques like voice control, hand-over-mouth exercise, and physical restraint that aim to redirect a child's attention and modify their behavior. It also explains behavior modification methods like desensitization, modeling, and contingency management that use reinforcement to encourage positive behaviors. The document provides details on how to implement these aversive and non-aversive approaches and notes appropriate and contraindicated uses of different restraint techniques.
16. Nursing diagnostic involves four elements.
Analysis & Interpretation of data, Clustering of
Data, Identification of Pt. Problems, Formulation
of Nsg. Dx.
30. In implementation of the NCP, what actions are
taken.
Assist Pt. on ADL, Counsel & support Pt. &
family, Guide Pt., Teach Pt. & Family, Provide
care to achieve NCP, Provide Environment that is
62. Neurovascular, circulatory & skin integrity is
assessed in using restraints when?
Then removed at least every?
Every 30 minutes
Removed @ least q 2 hrs. to promote circulation
64. Who are those prone to accidental poisoning?
Toddlers
Preschoolers
Young school age
65. In older adults, poisoning & overdose of
prescribed medz. will yield?
66. In older adults, poisoning & overdose of
prescribed medz. will yield?
Diminished eyesight
Impaired memory
67. If lye, grease, petroleum or household cleaner is
ingested, a nurse should?
68. If lye, grease, petroleum or household cleaner is
ingested, a nurse should?
Never induce vomit especially to an unconscious
person
If vomit occurs, bring vomitus to CDC
84. Smallpox is a droplet type with S&S of fever, back
pain, vomiting, malaise, headache & papules that
turn into?
85. Smallpox is a droplet type with S&S of fever, back
pain, vomiting, malaise, headache & papules that
turn into?
Pustular vessicles in the face & extremities
106. Unconscious pregnant needing defibrilation should
have the paddles placed 1-rib higher than the usual
because?
Heart is displaced during pregnancy
107. This is used to convert ventricular fibrilation into a
perfusing rhythm?
108. This is used to convert ventricular fibrilation into a
perfusing rhythm?
Automated External Defibrillator
111. A surgeon is responsible for getting consent & a
nurse can be a witness provided the pt. understood
the procedures explained by the doctor. What is
the next step?
112. A surgeon is responsible for getting consent & a
nurse can be a witness provided the pt. understood
the procedures explained by the doctor. What is
the next step?
Document the witnessing of consent signing
139. Conceptualized the behavioral system model. Each
person is composed of 7 subsystem (ingestive,
eliminative, affiliative, aggressive, dependence,
achievement and sexual).
140. Conceptualized the behavioral system model. Each
person is composed of 7 subsystem (ingestive,
eliminative, affiliative, aggressive, dependence,
achievement and sexual).
Dorothy Johnson
151. Health as expanding consciousness. Humans are
unitary beings in whom disease is a manifestation
of the pattern of health.
152. Health as expanding consciousness. Humans are
unitary beings in whom disease is a manifestation
of the pattern of health.
Margaret Newman
153. Health care system model. Nursing is concerned
with all the variables affecting an individual's
response to stress, which are interpersonal,
intrapersonal, and extrapersonal in nature.
154. Health care system model. Nursing is concerned
with all the variables affecting an individual's
response to stress, which are interpersonal,
intrapersonal, and extrapersonal in nature.
Betty Neuman
160. Humanistic nursing practice theory. Nursing is an
existential experience.
Josephine Paterson & Loreta Zderad
161. Identified 14 basic needs. Nurse functions to assist
client in performing activities contributing to
health, recovery, or peaceful death.
162. Identified 14 basic needs. Nurse functions to assist
client in performing activities contributing to
health, recovery, or peaceful death.
Virginia Henderson
163. Identified 21 nursing problems. Defined nursing as
service to individuals and families, therefore,
society.
164. Identified 21 nursing problems. Defined nursing as
service to individuals and families, therefore,
society.
Faye Abdellah
165. Interpersonal model. Nursing is an interpersonal
process of the therapeutic interactions between
sick and nurse.
166. Interpersonal model. Nursing is an interpersonal
process of the therapeutic interactions between
sick and nurse.
Hildegard Peplau
175. Presented grand theory of nursing. All persons are
caring and nursing is a response to unique social
call.
176. Presented grand theory of nursing. All persons are
caring and nursing is a response to unique social
call.
Anne Boykin & Savina Schoenhofer
177. Psychosexual theory (oral, anal, phallic, latent,
genital stage). Psychoanalytical theory (Libido is
the psychic reservoir of psychic energy, id, ego, &
superego).
178. Psychosexual theory (oral, anal, phallic, latent,
genital stage). Psychoanalytical theory (Libido is
the psychic reservoir of psychic energy, id, ego, &
superego).
Sigmund Freud
179. Psychosocial development (trust vs. mistrust,
autonomy vs. shame/doubt, initiative vs. guilt,
industry vs. inferiority, identity vs. role confusion,
intimacy vs. isolation, generativity vs. stagnation,
integrity vs. despair).
180. Psychosocial development (trust vs. mistrust,
autonomy vs. shame/doubt, initiative vs. guilt,
industry vs. inferiority, identity vs. role confusion,
intimacy vs. isolation, generativity vs. stagnation,
integrity vs. despair).
184. The science of unitary human beings. Human
beings are more than and different from the sum of
their parts.
185. The science of unitary human beings. Human
beings are more than and different from the sum of
their parts.
Martha Rogers
186. Theory based on bodily characteristics
(endomorphic, mesomorphic, ectomorphic).
187. Theory based on bodily characteristics
(endomorphic, mesomorphic, ectomorphic).
William Sheldon
188. Transcultural nursing. Nursing is a humanistic and
scientific mode of helping a client through specific
cultural caring process.
189. Transcultural nursing. Nursing is a humanistic and
scientific mode of helping a client through specific
cultural caring process.
Madeleine Leininger
349. What is the purpose of IV fluid therapy?
Maintenance, to replace or correct deficits, to
restore ongoing loss, for meds, nutrition,
phlebotomy, transfusions or blood product therapy.
357. What can expand the intravascular compartment?
Hypertonic fluids.
358. What is the problem with using hypertonic fluids?
359. What is the problem with using hypertonic fluids?
If done too fast will draw too much fluid into the
intravascular, dehydrating intracellular, especially
the brain?
360. What is a S/sx of fluids administered too fast?
361. What is a S/sx of fluids administered too fast?
decreased LOC / Confusion.
362. What happens if you expand the intra Cellular
compartment too fast?
363. What happens if you expand the intra Cellular
compartment too fast?
Deplete the intravascular, decreasing BP and
causing edema.
364. What are the two basic types of parenteral fluids?
365. What are the two basic types of parenteral fluids?
Crystalloid and Colloid
403. What is dangerous about hypertonic dextrose
saline solutions?
they can move fluids very quickly.
404. What is a hypertonic dextrose saline fluid solution
used for?
405. What is a hypertonic dextrose saline fluid solution
used for?
TPN and PPN. Nutrition.
406. What type IV line do you use with Hypertonic
dextrose saline?
407. What type IV line do you use with Hypertonic
dextrose saline?
10% solutions can go peripheral but all others 20%
and above must use a central line?
408. Why must most hypertonic dextrose saline
solutions be used with a central line?
409. Why must most hypertonic dextrose saline
solutions be used with a central line?
Because the fluids are very irritating to veins.
410. How do you infuse hypertonic dextrose saline
solutions?
411. How do you infuse hypertonic dextrose saline
solutions?
You must use an infusion pump.
433. How do you know TPN is working?
By weighing daily.
434. What is the consideration with IVs and glucose?
435. What is the consideration with IVs and glucose?
Must use the appropriate IV access for
concentration of glucose, must use pump, don't
play catch up, taper TPN, accu-checks, used
micron filters
514. Sitting quietly (or walking with PT) and waiting
attentively until client is able to put thoughts and
fments or questions that (a) encourage the client to
verbalize, (b) choose a topic of conversation, and
feelings into words
515. Sitting quietly (or walking with PT) and waiting
attentively until client is able to put thoughts and
fments or questions that (a) encourage the client to
verbalize, (b) choose a topic of conversation, and
feelings into words
518. Providing general leads
Using statements or questions that (a) encourage
the client to verbalize, (b) choose a topic of
conversation, and facilitate continued
verbalization.
519. "Perhaps you would like to talk about..." ; "would
it help to discuss your feelings?"; "and then...."; "I
know what you are saying"
520. "Perhaps you would like to talk about..." ; "would
it help to discuss your feelings?"; "and then...."; "I
know what you are saying"
Providing General leads (example)
522. Using specific and tentative
making statements that are specific rather than
general, tentative rather than absolute
523. "You scratched my arm" instead of "you are
clumsy as an ox" OR "you seem concerned about
mary" rather than "you don't care about mary"
524. "You scratched my arm" instead of "you are
clumsy as an ox" OR "you seem concerned about
mary" rather than "you don't care about mary"
Specific & Tentative (examples)
526. Open-ended question
ASKING BROAD QUESTIONS that lead or
invite the client to explore, elaborate, clarify,
define, and describe thoughts or feelings. Client's
answers are longer than 1 or 2 words
527. "I'd like to hear more about that"; "What brought
you to the hospital today?"; "you said you were
frightened yesterday, how are you feeling today?"
528. "I'd like to hear more about that"; "What brought
you to the hospital today?"; "you said you were
frightened yesterday, how are you feeling today?"
Open-ended question (example)
535. Client: "I couldn't manage to eat any dinner last
night- not even dessert" Nursing- "you couldn't
manage to eat any dinner last night- not even
dessert?"
536. Client: "I couldn't manage to eat any dinner last
night- not even dessert" Nursing- "you couldn't
manage to eat any dinner last night- not even
dessert?"
Restating (example)
542. Seeking clarification
Making the clients overall meaning of the msg
understandable. It is used when paraphrasing is
difficult or when communication is rambling or
garbled. To clarify, the RN may restate the msg or
547. Perception Checking/ Consensual Validation
A method similar to clarifying that verifies the
meaning of specific words rather than the overall
message
548. C: "it just won't stop" N: "I'm not sure what you
mean - it won't stop" OR C: "my husband never
gives me presents" N: "He never gives you gifts
for your birthday or christmas?"
549. C: "it just won't stop" N: "I'm not sure what you
mean - it won't stop" OR C: "my husband never
gives me presents" N: "He never gives you gifts
for your birthday or christmas?"
552. Offering Self
Suggesting ones' presence, interest, or wish to
understand the client without making any depands
or attaching conditions that the client must comply
with to receive nurse's attention
553. "I'll stay with you till your daughter arrives"; "we
can sit here quietly for awhile, we don't need to
talk unless you would like to"
554. "I'll stay with you till your daughter arrives"; "we
can sit here quietly for awhile, we don't need to
talk unless you would like to"
Offering Self (example)
556. Giving Information
Providing, in simple and direct manner, specific
factual information the client may or may not
request. When information is not known, the nurse
states this and indicates how the nurse will obtain
558. "Your surgery is scheduled for 11am tomorrow"; I
don't know the answer to that, but I'll find out from
the unit manager, when she comes in"
559. "Your surgery is scheduled for 11am tomorrow"; I
don't know the answer to that, but I'll find out from
the unit manager, when she comes in"
Giving information (example)
565. Clarifying time or sequence
Helping the client clarify and event, situation, or
happening in relationship to time
566. C: "I puked this morning" N: "before or after
breakfast?"
567. C: "I puked this morning" N: "before or after
breakfast?"
Clarifying time or sequence(example)
568. It is a style or process of persuading a group of
people, usually his followers to attain a desired
objective.
569. It is a style or process of persuading a group of
people, usually his followers to attain a desired
objective.
Leadership
570. A leader that is chosen by the administration or a
group which are given the official capacity to act.
571. A leader that is chosen by the administration or a
group which are given the official capacity to act.
Formal / appointed / elected / designated
572. A leader that does not have official appointments
or designations but is usually chosen by the group
itself.
573. A leader that does not have official appointments
or designations but is usually chosen by the group
itself.
Informal
574. It states that leaders are born and not developed
because some people are born with characteristics
to be great.
575. It states that leaders are born and not developed
because some people are born with characteristics
to be great.
Great Man Theory
576. A person can be an effective leader if he has all the
intellectual, emotional, physical and other personal
traits of an effective leader.
577. A person can be an effective leader if he has all the
intellectual, emotional, physical and other personal
traits of an effective leader.
Trait Theory
578. He is a leader who makes other people feel better
in his/her presence which is an inspirational
quality that the leader possessed.
579. He is a leader who makes other people feel better
in his/her presence which is an inspirational
quality that the leader possessed.
Charismatic Theory
580. It states that there is no personality, traits to be a
good leader, but rather leadership is the
relationship that exists among people in a social
situation.
581. It states that there is no personality, traits to be a
good leader, but rather leadership is the
relationship that exists among people in a social
situation.
Situational Theory
582. A leader that can immediately resolve a sudden
crisis, emergency or critical situation.
583. A leader that can immediately resolve a sudden
crisis, emergency or critical situation.
Contingency Theory
584. A leader that knows how to determine the maturity
of his followers.
585. A leader that knows how to determine the maturity
of his followers.
Life-Cycle Theory
587. A leader who uses a support system method.
Path Goal Theory
588. A style where the leader makes all the decisions
and disallows his members to influence him.
Followers dislike this leader and leader has little
trust to his members. His aim is to develop Self.
Uses trial & error and a critic.
589. A style where the leader makes all the decisions
and disallows his members to influence him.
Followers dislike this leader and leader has little
trust to his members. His aim is to develop Self.
Uses trial & error and a critic.
591. A leadership style where it is loose and permissive.
His approach is "Do your own thing". His
reference is "You" and has the desire to develop
only "Friendship".
592. A leadership style where it is loose and permissive.
His approach is "Do your own thing". His
reference is "You" and has the desire to develop
only "Friendship".
Laissez-Faire
593. A leader whose authority is from the group. Gives
importance to participation, involvement and
development of the group. He is a helper and uses
"We" as his reference of leadership.
594. A leader whose authority is from the group. Gives
importance to participation, involvement and
development of the group. He is a helper and uses
"We" as his reference of leadership.
Democratic
595. A leadership style that uses repetition and tries to
develop the system as his objective. His reference
is "they" and acts as a ruler and a regulator type of
leader.
596. A leadership style that uses repetition and tries to
develop the system as his objective. His reference
is "they" and acts as a ruler and a regulator type of
leader.
Bureaucratic
597. A power whereby the leader has the official
capacity to exercise rights and demand obligations
from subordinates.
598. A power whereby the leader has the official
capacity to exercise rights and demand obligations
from subordinates.
Legitimate Powers
658. Teaching focused on Autonomy Self direction
Critical thinking
Young adult (18-25yrs)
659. Teaching focused on Competency based learner
(can make decision personally & socially)
660. Teaching focused on Competency based learner
(can make decision personally & socially)
Young Adult (18-25yrs)
661. Teaching focused on Physical changes Alternative
lifestyle Sense of well developed (questions
achievements & contributions to family & society,
confident)
662. Teaching focused on Physical changes Alternative
lifestyle Sense of well developed (questions
achievements & contributions to family & society,
confident)
Middle Adult (25-45yrs)
663. Teaching focused on Cognitive & physical
changes No formal learning (decreased S.T.M.,
risk taking, easily fatigue)
664. Teaching focused on Cognitive & physical
changes No formal learning (decreased S.T.M.,
risk taking, easily fatigue)
Older Adult (45-death)
677. PRE-OPERATIVE CARE, a nurse can be a
witness in consent signing & document the same
only if the client understood surgeon's explanations
and the client?
701. PRE-OPERATIVE CARE (checklist), ensure that
informed consent forms were signed for the
operative procedure and for what other reasons?
702. PRE-OPERATIVE CARE (checklist), ensure that
informed consent forms were signed for the
operative procedure and for what other reasons?
Blood transfusions, disposal of a limb, or for
surgical sterilization procedures.
703. PRE-OPERATIVE CARE (checklist), ensure that
history, P.E., consultation requests, prescribed
laboratory results, EKG, chest radiography are
documented & recorded plus?
704. PRE-OPERATIVE CARE (checklist), ensure that
history, P.E., consultation requests, prescribed
laboratory results, EKG, chest radiography are
documented & recorded plus?
Blood type, screened & cross matching is
706. PRE-OPERATIVE CARE (checklist), after
removing everything unnecessary, documented it,
kept or given to family members, the nurse must
document the?
707. PRE-OPERATIVE CARE (checklist), after
removing everything unnecessary, documented it,
kept or given to family members, the nurse must
document the?
Last time client ate or drank, voided before
712. PRE-OPERATIVE CARE (medications), after
administering medications, next to the client, place
what?
Call bell, instruct client not to get out of bed and
call for assistance if needed
713. PRE-OPERATIVE CARE (inside O.R.), after
verifying identification bracelet & verbal response,
the nurse will review chart and then confirm what?
714. PRE-OPERATIVE CARE (inside O.R.), after
verifying identification bracelet & verbal response,
the nurse will review chart and then confirm what?
Operative procedure & site
715. PRE-OPERATIVE CARE (inside O.R.), the
clients chart will be reviewed for completeness and
taking a note about what?
716. PRE-OPERATIVE CARE (inside O.R.), the
clients chart will be reviewed for completeness and
taking a note about what?
Allergic reactions information
719. POST-OPERATIVE CARE (immediate), monitor
airway patency & adequate ventilation because
prolonged mechanical ventilation during
anesthesia may affect what?
720. POST-OPERATIVE CARE (immediate), monitor
airway patency & adequate ventilation because
prolonged mechanical ventilation during
anesthesia may affect what?
Postoperative Lung function, extubated patients
725. POST-OPERATIVE CARE (immediate),
encourage Deep Breathing & Coughing exercises,
monitor pulse oximetry, O2 administration and
then observer for?
Chest movements for symmetry and use of
732. POST-OPERATIVE CARE (immediate), a breath
sound of crackles or ronchi may indicate?
Pulmonary Edema, monitor signs of Atelectasis or
Pulmonary embolism
733. POST-OPERATIVE CARE (immediate), check
capillary refill, assess the skin, peripheral pulses &
edema and monitor for bleeding. A bounding pulse
may indicate what?
734. POST-OPERATIVE CARE (immediate), check
capillary refill, assess the skin, peripheral pulses &
edema and monitor for bleeding. A bounding pulse
may indicate what?
Hypertension, Fluid overload, or excitement.
736. POST-OPERATIVE CARE (immediate), unless
contraindicated, client is placed on Fowler's
position after surgery to increase?
Size of the thorax for lung expansion
742. POST-OPERATIVE CARE (immediate), assess
L.O.C., wake client periodically until awaken and
if awaken?
Orient client to the environment in a soft tone
746. POST-OPERATIVE CARE (immediate), an
exposed skin, cool OR, or maybe from anesthesia
may result to?
Hypothermia, keep blanket on & continue O2 if
shivering
749. POST-OPERATIVE CARE (immediate), record
I&O, monitor for Fluid & Electrolyte imbalance,
N&V, NGT patency, abdominal distention and the
return of what?
750. POST-OPERATIVE CARE (immediate), record
I&O, monitor for Fluid & Electrolyte imbalance,
N&V, NGT patency, abdominal distention and the
return of what?
Bowel sounds
752. POST-OPERATIVE CARE (immediate), how
many hours is it that the client is expected to void
urine after the surgery?
6-8 hours, note color, quantity & quality
753. POST-OPERATIVE CARE (immediate), assess
for pain, PRE-OP & POST-OP medz, then inquire
about the type & location of pain by asking the
client to?
754. POST-OPERATIVE CARE (immediate), assess
for pain, PRE-OP & POST-OP medz, then inquire
about the type & location of pain by asking the
client to?
Rate the pain from 1-10, note facial expression,
760. POST-OPERATIVE CARE (intermediate),
monitor airway patency, encourage Deep
Breathing & Coughing exercises, monitor
circulatory status encourage the use of what?
761. POST-OPERATIVE CARE (intermediate),
monitor airway patency, encourage Deep
Breathing & Coughing exercises, monitor
circulatory status encourage the use of what?
Antiembolism stockings if not C/I
762. POST-OPERATIVE CARE (intermediate), assess
for mobility on all extremities & encourage early
ambulation by first sitting on the edge of the bed
with feet supported. But if client is unable to
move, what do you do next?
763. POST-OPERATIVE CARE (intermediate), assess
for mobility on all extremities & encourage early
ambulation by first sitting on the edge of the bed
with feet supported. But if client is unable to
move, what do you do next?
767. POST-OPERATIVE CARE (intermediate),
monitor I&O, N&V and if vomiting, have a
suctioning equipment available and ready to use.
NPO status is observed until?
768. POST-OPERATIVE CARE (intermediate),
monitor I&O, N&V and if vomiting, have a
suctioning equipment available and ready to use.
NPO status is observed until?
Gag reflex & peristalsis returns
770. POST-OPERATIVE CARE (intermediate), when
oral fluids are permitted, start with?
Ice chips & water, then advance to Clear Liquids
up to Regular Diet as prescribed
775. POST-OPERATIVE CARE (intermediate), if with
Foley Catheter, client is expected to void within 6-
8 hours. Ensure that the amount is at least?
776. POST-OPERATIVE CARE (intermediate), if with
Foley Catheter, client is expected to void within 6-
8 hours. Ensure that the amount is at least?
200mL
780. POST-OPERATIVE CARE (extended), on this
stage, you monitor for signs of infection such as?
Redness, swelling, & tenderness at the surgical
site, fever & leukocytes
781. POST-OPERATIVE CARE (extended), the client
is advised to do R.O.M. exercises every 2 hours
and encourage ambulation to promote?
782. POST-OPERATIVE CARE (extended), the client
is advised to do R.O.M. exercises every 2 hours
and encourage ambulation to promote?
Peristalsis & passage of flatus
783. POST-OPERATIVE CARE (extended), the client
is encouraged to perform A.D.L. & eat foods that
will promote wound healing. What are the foods?
784. POST-OPERATIVE CARE (extended), the client
is encouraged to perform A.D.L. & eat foods that
will promote wound healing. What are the foods?
Protein & Vitamin C
785. Inflammation of the alveoli caused by an
infectious process that may develop as a result of
infection, aspiration or immobility?
786. Inflammation of the alveoli caused by an
infectious process that may develop as a result of
infection, aspiration or immobility?
Pneumonia, usually around 3-5 days
postoperatively
787. Collapse of the alveoli with retained mucous
secretions and is the most common postoperative
complication?
788. Collapse of the alveoli with retained mucous
secretions and is the most common postoperative
complication?
Atelectasis, usually around 1-2 days
postoperatively
789. POST-OPERATIVE CARE (Pneumonia &
Atelectasis) Assessment / increase risk for
dyspnea/ elevated temperature/ productive cough/
and what more?
790. POST-OPERATIVE CARE (Pneumonia &
Atelectasis) Assessment / increase risk for
dyspnea/ elevated temperature/ productive cough/
and what more?
Increased R.R. & chest pain
791. POST-OPERATIVE CARE (Pneumonia &
Atelectasis) Nsg Inter / assess for lung & breath
sounds/ reposition client every 1-2 hour/ inc O.F.I.
/ early ambulation and what more?
792. POST-OPERATIVE CARE (Pneumonia &
Atelectasis) Nsg Inter. / assess for lung & breath
sounds/ reposition client every 1-2 hour/ inc O.F.I.
/ early ambulation and?
Deep breathing & coughing exercises/ incentive
798. POST-OPERATIVE CARE (Hypoxia) Nursing
Intervention, monitor signs of hypoxia/ eliminate
cause/ monitor lung sounds/ administer oxygen/
D.B. & C. E. and what more?
799. POST-OPERATIVE CARE (Hypoxia) Nursing
Intervention, monitor signs of hypoxia/ eliminate
cause/ monitor lung sounds/ administer oxygen/
D.B. & C. E. and what more?
Monitor pulse oximetry & reposition client
800. It blocks the pulmonary artery and disrupts blood
flow to one or more lobes of the lung?
801. It blocks the pulmonary artery and disrupts blood
flow to one or more lobes of the lung?
Pulmonary Embolism
803. POST-OPERATIVE CARE (Pulmonary
Embolism) Assessment / dyspnea/ cyanosis/
tachycardia and what more else?
Decreased blood pressure & sudden chest or upper
abdominal pain
805. POST-OPERATIVE CARE (Pulmonary
Embolism) Nursing Intervention / what is the first
thing that you should do?
1)Notify the physician 2)Monitor V.S.
3)Administer O2 & medications
806. Loss of large amount of blood externally or
internally in a short time?